REVISITANDO O ADVENTO DO CONCEITO DE LETRAMENTO NO BRASIL um termo e seus múltiplos sentidos

This article presents a conceptual presentation of approaches to the term literacy in the English-speaking context, pointing out its implications for the polysemic nature of the term letramento(literacy) created in Brazil in order to contribute to thetheoretical-empirical consolidation of studies on information literacy. This is an exploratory study, based on bibliographic research in English and Portuguese-language texts. It shows that in the English-speaking context, the term literacy can be understood through four major traditions or areas of research: literacy as learning, literacy as a set of skills (cognitive approaches), literacy as applied, practiced and situated (social practice approaches) and literacy as text. In the Brazilian context, theseapproaches will manifest themselves through different categorizations of literacy, through two dimensions: individual dimension and social dimension, inserted in the concepts of the researchers, each with its own focus and can be analyzed from disciplinary perspectives. It concludes that, given the multiple nature of this phenomenon, both literacy and letramentoare terms that cannot be defined in a unique way. Therefore, it is necessary to delimit, in each appropriation, which facet of the term is being explored